Malla curricular Segundo grado
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(No se muestra una edición intermedia del mismo usuario) | |||
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|[[2.1.4. Vacations sentences.]] | |[[2.1.4. Vacations sentences.]] | ||
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− | |2.1.5. Future plans: future tense review. | + | |[[2.1.5. Future plans: future tense review.]] |
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|[[2.1.6. Experiences: admiration sentences.]] | |[[2.1.6. Experiences: admiration sentences.]] | ||
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|[[2.3.1. Life and own experiences: past tense review.]] | |[[2.3.1. Life and own experiences: past tense review.]] | ||
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− | |2.3.2. Description of how to prepare a family dish: sentences. | + | |[[2.3.2. Description of how to prepare a family dish: sentences.]] |
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|[[2.3.3. Volunteering around the community: declarative sentences.]] | |[[2.3.3. Volunteering around the community: declarative sentences.]] | ||
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|[[3.2.8. Main points of a news article.]] | |[[3.2.8. Main points of a news article.]] | ||
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− | |3.2.9. Recognition of anecdote elements. | + | |[[3.2.9. Recognition of anecdote elements.]] |
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| rowspan="3" |3.3. Explains by different ways the meaning of very simple sentences. | | rowspan="3" |3.3. Explains by different ways the meaning of very simple sentences. |
Revisión actual del 10:16 3 oct 2020
Competence 1Editar
Competence 2Editar
Competence 3Editar
Competencia | Indicador de logro | Saberes |
---|---|---|
3. Reads simple sentences in a given text about his daily life matters. | 3.1. Pronounces properly simple sentences in readings related to daily life matters. | 3.1.1. Spelling and Spelling Bee. |
3.1.2. Intonation when expressing doubt, questioning. | ||
3.1.3. Sentence stress: questions and declarative sentence. | ||
3.2. Makes inferences about the meaning of simple sentences. | 3.2.1. Daily facts: extract key information. | |
3.2.2. Reading for gist and or detailed information. | ||
3.2.3. Different topics: fiction and Information texts. | ||
3.2.4. Main ideas and details. | ||
3.2.5. Rules of a game: imperative. | ||
3.2.6. Order of events within a text: prepositions. | ||
3.2.7. Main points of a story. | ||
3.2.8. Main points of a news article. | ||
3.2.9. Recognition of anecdote elements. | ||
3.3. Explains by different ways the meaning of very simple sentences. | 3.3.1. Gestures and mimics. | |
3.3.2. Board stories. | ||
3.3.3. Comic strips. |
Competence 4Editar
En el continuo de coaching es el rol de ser muy directo y enseñar, mostrar, guiar, etc.
Sistema social para expresar ideas y manifestarlas al prójimo. Este sistema existe dentro de un entorno social (sistema social) y un sistema lingüístico (ejemplos son el español, francés, k’iche’, kaqchikel, etc.) Tienen que existir ambos sistemas para que pueda existir la comunicación.
Crecimiento o aumento en el orden físico, intelectual o moral.